Passing When It Counts Math courses present barriers to student success in California Community Colleges

Size: px
Start display at page:

Download "Passing When It Counts Math courses present barriers to student success in California Community Colleges"

Transcription

1 Engaging Californians on Key Education Challenges I S S U E B R I E F F E B U A R Y Passing When It Counts Math courses present barriers to student success in California Community Colleges Overview Large numbers of students in California s 112 community are struggling to pass college-level math classes, including courses they need to complete a degree or transfer to a four-year institution. Community college students success in rigorous math is crucial to their futures and to any effort to improve college completion rates in California. Students must complete at least Intermediate Algebra to earn an associate degree, or have demonstrated proficiency at that level on an assessment test. Beyond that, students who hope to transfer to a University of California or California State University campus with math credits must take higher-level math courses, such as Calculus. An EdSource analysis found that in fall 2010: n 55% of students who enrolled in a math course that they could apply toward an associate degree or use to transfer passed it during the term. n These rates have essentially remained unchanged since fall 1992, the earliest term for which the California Community Colleges publish comparable data. n Pass rates in these math courses varied by student ethnicity, with African Americans passing only 41% of the time. n Pass rates also varied by college. At most, 50% to 60% of enrollees in these math courses passed them during the term. Math success is a challenge not only for California, but also for most other states. In recent years, much attention has been focused on students taking remedial or developmental courses that they need just to be eligible to take college-level courses. Much less attention has been devoted to students taking college-level math courses. What makes math completion especially challenging is that students often come to math with a high degree of anxiety, frequently rooted in earlier failures. Succeeding in math at the outset could provide students with early momentum that would contribute to their overall success in college. Conversely, lack of success could discourage them from completing their studies. Increasing the success rates in more advanced math courses remains a continuing challenge for California and the nation. This issue brief underscores the need to make math success a priority at not only the developmental or remedial level, but at all levels of math instruction.

2 This Issue Brief focuses on math courses that count toward an associate degree This report uses data from the Chancellor s Office Management Information Systems (COMIS) that is downloadable from the Chancellor s Office s Data Mart website. The report focuses on student enrollments in fall 2010 in community college math courses that met both of the following criteria: n Courses focused on the operations, concepts, and applications of mathematics. (The courses are coded in COMIS as Mathematics, General (1701). ) n Students could count these math courses toward an associate degree if they passed. (The courses are also coded in COMIS as Credit Degree Applicable. ) These courses include: n Courses that provide transfer credit to the University of California or the California State University, such as Calculus. n Courses that count toward an associate degree but do not provide transfer credit most importantly Intermediate Algebra, but sometimes (depending on the college) including courses such as Elementary Algebra. Notes: Students must demonstrate competency in mathematics at least at the level of Intermediate Algebra to fulfill the minimum competency requirement in mathematics for an associate degree from a California community college. Students do this by passing a course in Intermediate Algebra (or a local equivalent) or by placing out of the course through assessment (such as by scoring highly on a placement test). However, according to California s Basic Skills Accountability report, about 85% of community college students who are assessed for placement in math do not place out of Intermediate Algebra, meaning they must pass the course to earn a degree. 1 Math courses that students could not count toward an associate degree, including basic skills courses such as Arithmetic, also are discussed occasionally in this report. (These are coded in COMIS as Credit Not Degree Applicable. ) Statewide student success data for these courses are provided on the EdSource website. 1 See Table C1. 2 Passing When It Counts February 2012 Copyright 2012 by EdSource, Inc.

3 Did you know? California community serve a very diverse group of students with many backgrounds and academic and career goals. For example: n Six in ten public high school graduates in California who go on to a public college or university go to community college. n At the same time, nearly half of community college students in the state are at least 25 years old. The data in this report provide no insight into whether all students who took math courses in fall 2010 aspired to complete an associate degree or transfer to a four-year university. Students had more difficulty passing math courses than those in other disciplines For example, students passed courses they could apply toward a degree more often in every humanities discipline such as English (67% of fall 2010 enrollees passed) and in the physical and biological sciences (66% passed). Data Analysis 1. In fall 2010, 55% of students who enrolled in math courses that count toward a degree passed them To succeed in a math course that counts toward an associate degree, a community college student must: n Remain in the course until the end of the term in other words, not drop or withdraw early. (Withdrawing from a course does not necessarily mean a student was likely to fail it, or that the student might not pass it on a later attempt.) n Receive a passing grade, in the form of passing credit (if enrolled on a pass/ fail basis) or a grade of C or higher. In fall 2010, 55% of all enrollments in these math courses resulted in the student passing the course, as the flow chart on page 4 shows. This result is much the same as a decade ago and even longer. The comparable success rate was 54% in fall 2000 and in fall 1992, the earliest year for which comparable data are publicly available. 2 Two kinds of math courses count toward an associate degree: n Courses such as Intermediate Algebra that students can apply toward a degree but not toward transfer; and n Courses such as Calculus that also provide transfer credit. The lower-level courses, such as Intermediate Algebra, posed more difficulty for students in fall 2010: 51% of students who enrolled in these courses passed them during that term, compared with 59% of students who enrolled in transferable math courses such as Calculus. For the math course success rates of individual, see an interactive map and an Excel file on the EdSource website. 2 Note that, over time, individual may have adjusted their policies for which math courses students may count toward an associate degree; how this might have affected the historical success rates just discussed is not clear. 3 Passing When It Counts February 2012 Copyright 2012 by EdSource, Inc.

4 Passing individual courses is not the only important aspect of community college students progress in mathematics Equally important as passing individual courses is how community college students move through sequences of math courses. For example, community in California require many students to complete additional courses before they can take math courses that count for a degree or transfer. Colleges generally do this after assessing students to determine the course level at which they should begin. STUDENTS PASSING A MATH COURSE THAT COUNTS TOWARD AN ASSOCIATE DEGREE Fall 2010 enrollments in math courses that students could apply toward a degree About 309,800 students This is important, in part, because not all students make it from one course level to the next. According to the system s most recent Basic Skills Accountability report, only 14% of students who begin in a math course such as Pre-algebra three levels below math courses that provide transfer credit complete within eight years a math course they can use to transfer to the University of California or California State University. 3 How students move through sequences of math courses is outside the scope of this report. The issue is discussed at some length in the October 2010 EdSource report, Something s Got to Give. Students who remained enrolled until the end of the term* Students who received a passing grade 78% (240,100 students) 55% (170,700 students) 3 See Table D1. Notes: The data above are limited to courses coded as Credit Degree Applicable and Mathematics, General (1701). Enrollment totals are rounded to the nearest 100. Comparable data for math courses that do not count toward an associate degree are provided at EdSource s website. The number of students reflects total enrollments. Any student who enrolled in more than one of these math courses during the term would have been counted as more than one enrollment. * The state-reported retention rate. The state-reported success rate. Data: California Community Colleges Chancellor s Office Data Mart, accessed July EdSource 1/12 4 Passing When It Counts February 2012 Copyright 2012 by EdSource, Inc.

5 2. Math course success varied by student ethnicity Students success in math courses that apply toward a degree varies by student background in particular by student ethnicity. As the flow charts show, in fall 2010: n Asian students were most successful in these courses. n Hispanic/Latino and white students enrolled in these math courses in the greatest numbers compared with other ethnic groups. But Latino students were much less successful in them than were white students. n Math course outcomes for African American students are most troubling: only 41% of African American enrollees in these math courses passed them during the term. STUDENTS PASSING A MATH COURSE THAT COUNTS TOWARD AN ASSOCIATE DEGREE, BY ETHNICITY Fall 2010 enrollments in math courses that students could apply toward a degree Students who remained enrolled until the end of the term* Students who received a passing grade About 17,600 African American students 70% (12,300 students) 41% (7,300 students) About 40,500 Asian students 82% (33,100 students) 65% (26,300 students) About 108,700 Hispanic/Latino students 75% (81,900 students) 49% (53,500 students) About 98,600 white students 80% (78,500 students) 60% (58,900 students) Notes: The data above are limited to courses coded as Credit Degree Applicable and Mathematics, General (1701). Enrollment totals are rounded to the nearest 100. The number of students reflects total enrollments. Any student who enrolled in more than one of these math courses during the term would have been counted as more than one enrollment. * The state-reported retention rate. The state-reported success rate. Data: California Community Colleges Chancellor s Office Data Mart, accessed July EdSource 1/12 5 Passing When It Counts February 2012 Copyright 2012 by EdSource, Inc.

6 For nearly all ethnic groups during fall 2010, students who enrolled in math courses that provide transfer credit (such as Calculus) were more likely to pass them than were students who enrolled in math courses such as Intermediate Algebra. But as the bar chart on this page shows, there were gaps in course success among different ethnic groups at both of these levels of math coursework, with the starkest gaps being between Asians and African Americans. DISPARITIES IN MATH COURSE SUCCESS BY STUDENT ETHNICITY IN FALL 2010 % of Enrollees Who Received a Passing Grade 70% 60% 50% 40% 30% 20% 10% 66% 62% 63% 56% 57% 57% 50% 59% Math courses that count toward an associate degree, but NOT toward transfer Math courses that count toward an associate degree AND toward transfer 52% 51% 52% 47% 45% 42% 38% 46% 0% Asian White Filipino Multiethnicity Hispanic/Latino Native American Pacific Islander African American Notes: The data above are limited to courses coded as Mathematics, General (1701). For each group of students, the success rate for Math courses that count toward an associate degree, but NOT toward transfer, was derived by subtracting total enrollments and successes in Transferable courses from those in Credit Degree Applicable ones during the same term. The success rates for Math courses that apply toward an associate degree AND toward transfer are the state-reported success rates for Transferable courses. Students whose ethnicity is unknown are not shown in the bar chart above; they represented 7% of enrollments in these math courses. Any student who enrolled in more than one of these math courses during the term would have been counted as more than one enrollment. Data: California Community Colleges Chancellor s Office Data Mart, accessed July and September EdSource 1/12 Little variation among age groups or between genders was found During fall 2010, there was little variation among different age groups in how often students who enrolled in math courses they could apply toward a degree passed them. For most age groups, about 56% to 57% of enrollees passed these courses during the term. Exceptions included students who were 20 to 24 years old (52% of enrollees passed during the term) and students who were younger than 18 years old (70% passed). These youngest enrollees likely included K 12 students who were taking a college math course. Overall, there was only a small difference between female and male enrollees in this respect during fall 2010: 56% of female enrollees in these math courses passed them during the term, compared with 54% of male enrollees. 6 Passing When It Counts February 2012 Copyright 2012 by EdSource, Inc.

7 3. Students math course success also varied among In fall 2010, student success in math courses that apply toward an associate degree also varied among California s community. As discussed in the next section, possible reasons for this variation include students backgrounds and how long it has been since they last took a math course, the quality and ongoing evaluation of instruction, and how students are placed into these math courses. n At more than half of, between 50% and 60% of students who enrolled in these math courses passed them during the term. This resembles the statewide rate of 55%. n At 26, more than 60% of enrollees passed during the term. n At 21, less than half passed. For the math course success rates of individual, see an interactive map and an Excel file on the EdSource website. FALL 2010 SUCCESS RATES IN MATH COURSES THAT COUNT TOWARD AN ASSOCIATE DEGREE, AMONG CALIFORNIA COMMUNITY COLLEGES Number of Colleges college 1 college % >35 40% >40 45% >45 50% >50 55% >55 60% >60 65% >65 70% Math Course Success Rates at Different Community Colleges, During Fall 2010 Percent of Math Course Enrollees Served by These Colleges 6 0.2% 0.7% 4.2% 12.5% 32.0% 34.0% 13.6% 2.7% Notes: The data above are limited to courses coded as Credit Degree Applicable and Mathematics, General (1701). The vast majority of data shown above are based on math course success rates reported by the state in July However, updated data from November 2011 was used for two for which EdSource confirmed errors in the July data. Note that these data exclude Los Angeles Community College District s Instructional Television program, which Data Mart includes as a separate institution. Data: California Community Colleges Chancellor s Office Data Mart, accessed July 2011 and November EdSource 1/12 7 Passing When It Counts February 2012 Copyright 2012 by EdSource, Inc.

8 K 12 data underscore the need to effectively provide community college students with additional preparation in math In 2011, a little more than half of California 11th graders a slow but steady improvement over previous years had progressed far enough in their study of mathematics to be eligible to participate in the state s Early Assessment Program (EAP) in mathematics, which provides early feedback about students readiness for transferable math courses. Only 11th graders who are taking or have already completed Algebra II effectively, Intermediate Algebra can participate in the EAP in math. This reflects the fact that students must complete this much math to qualify for admission to a four-year public state university. The 49% of 11th graders who were not EAP-eligible in math in 2011 are more likely to depend on the California Community Colleges for access to postsecondary education and to need more help in math. DISCUSSION Can California s community improve student success in math courses that count TOWARD a degree? For the many students who arrive at a California community college underprepared in math, passing Intermediate Algebra is essential for completing an associate degree. Depending on the discipline, some associate degree programs also require additional math courses. And only math courses beyond Intermediate Algebra provide students with transfer credit. Ideally, these courses would be gateways to further achievement rather than stumbling blocks. Improving students basic skills has been a major goal of recent community college reforms Much of California s recent policy attention to community college students success in mathematics has focused on lower-level basic skills courses that do not apply toward an associate degree. This was motivated by a 2006 change to state regulations by the system s Board of Governors that raised the minimum level of math competency required for a degree. Beginning with students who entered in fall 2009, all California community college students are required to demonstrate competency in math at least at the level of Intermediate Algebra to receive an associate degree. Students do this by passing the course or by placing out of it through assessment. Prior to this, the state s minimum requirement was competency in Elementary Algebra, though some had higher local requirements. However, instructional and student services officers at around the state worried that the higher standard could put a degree out of reach for many students unless also improved their ability to provide underprepared students the basic skills they need to succeed. To resolve this concern, the statewide Academic Senate and the organizations of Chief Instructional Officers and Chief Student Services Officers proposed what would become California s Basic Skills Initiative, a statewide effort to document and disseminate best practices for strengthening students basic skills and improving their prospects for success. Community college faculty in California and the nation are experimenting with different approaches to improving students basic skills, depending upon the particular problems they hope to address. Approaches include establishing 8 Passing When It Counts February 2012 Copyright 2012 by EdSource, Inc.

9 student success centers that provide extra academic and other support connected with students regular courses, and establishing learning communities that build stronger connections between groups of students and faculty across multiple courses and services. Some programs provide additional math or English preparation in the context of an occupation or a research project to help students see the relevance of their learning and bolster confidence in their ability to reach their goals. Some nationally have even abandoned traditional math course sequences below the college level in favor of small units that students take as needed to fulfill their academic or career goals, 4 or are developing alternative sequences designed to prepare students for college-level Statistics rather than Calculus. 5 This focus on basic skills could be yielding some success. The statewide success rate in math courses that students cannot count toward a degree has increased during the past several years, from 49% in fall 2007 to 53% in fall But considered over a longer period of time, the current rate is not much different than at various points during the past two decades. 6 Whether this recent improvement will continue and result in notable increases in course success in higher-level math courses systemwide remains to be seen. These data prompt deeper questions about local practices and policies An analysis of why differ in their math course success rates is beyond the scope of this report. However, the data presented here should prompt deeper questions about local practices and policies at individual. For example, regarding instruction and curriculum: n How is the quality of mathematics instruction at a college evaluated and improved? n What is a college s philosophy about how mathematics and mathematics instruction relate to students different academic and career goals? Do math courses provide clear and relevant paths toward these? n If students enter their math classes feeling they are not capable in the subject I m not good at math do their courses reinforce this perception or help them overcome it? 4 Examples of these approaches are discussed on pages of EdSource s recent study of developmental education in the California Community Colleges. See also EdSource s recent blog on related work in Virginia. 5 For example, the Carnegie Foundation for the Advancement of Teaching is partnering with in five states, including in California, to develop and pilot a one-year course sequence that builds to college-level Statistics. 6 However, changes in how have defined which math courses students may count toward an associate degree may have some bearing on these historical success rates, though it is not clear how much. 9 Passing When It Counts February 2012 Copyright 2012 by EdSource, Inc.

10 E d S o u r c e I S S U E B R I E F EdSource thanks the S.D. Bechtel, Jr. Foundation, The James Irvine Foundation, The Dirk and Charlene Kabcenell Foundation, and the Stuart Foundation for their support of our work, including this report. This report was researched and written by: Matthew Rosin, Ph.D. Edited by: Louis Freedberg, Ph.D. Mary Perry Regarding the students that serve through these math courses: n To what extent do students enroll in math directly out of high school? After passing another math course at the college? After taking math at a different college? How well do the current course expectations align with their prior math instruction? n When did students at a given college last take a math course? What do faculty know about students prior math experiences and test scores, and about students goals? n What particular issues related to students backgrounds, prior math preparation, and language proficiency must a college address? And related to other college policies: n Who gets placed directly into math courses that apply toward a degree? EdSource is a not-for-profit 501(c)(3) organization established in California in Independent and impartial, EdSource strives to advance the common good by developing and widely distributing trustworthy, useful information that engages Californians on key education challenges and promotes thoughtful decisions about California s public education system. CONCLUSION Mathematics is vital to California s ongoing conversation about community college student success Statewide, slightly more than half of community college students who enroll in math courses that count toward an associate degree pass them during that term. A student who does not pass can try again later and succeed. But retaking a course takes valuable time and costs both the student and the state. Math course success is certainly not the only factor at play in whether students achieve a degree or transfer, and not all aspects of these goals are under community control. But as education leaders deliberate about how to improve student success including considering the recommendations of the California Community Colleges Student Success Task Force that were recently adopted by the Board of Governors the data described in this brief can serve as a prompt for renewed attention to the quality and goals of math instruction. Copyright 2012 by EdSource, Inc. Reprints permitted with credit to EdSource. To download this document go to: 520 San Antonio Rd, Suite 200, Mountain View, CA n 650/ n Fax: 650/ n n

The Condition of College & Career Readiness l 2011

The Condition of College & Career Readiness l 2011 The Condition of College & Career Readiness l 2011 ACT is an independent, not-for-profit organization that provides assessment, research, information, and program management services in the broad areas

More information

Strategies for Promoting Gatekeeper Course Success Among Students Needing Remediation: Research Report for the Virginia Community College System

Strategies for Promoting Gatekeeper Course Success Among Students Needing Remediation: Research Report for the Virginia Community College System Strategies for Promoting Gatekeeper Course Success Among Students Needing Remediation: Research Report for the Virginia Community College System Josipa Roksa Davis Jenkins Shanna Smith Jaggars Matthew

More information

74% 68% 47% 54% 33% Staying on Target. ACT Research and Policy. The Importance of Monitoring Student Progress toward College and Career Readiness

74% 68% 47% 54% 33% Staying on Target. ACT Research and Policy. The Importance of Monitoring Student Progress toward College and Career Readiness Staying on Target ACT Research and Policy The Importance of Monitoring Student Progress toward Research Brief 74% Percentage of ACT-tested 11 high school graduates took a core curriculum in high school

More information

Math Placement Acceleration Initiative at the City College of San Francisco Developed with San Francisco Unified School District

Math Placement Acceleration Initiative at the City College of San Francisco Developed with San Francisco Unified School District Youth Data Archive Issue Brief October 2012 Math Placement Acceleration Initiative at the City College of San Francisco Developed with San Francisco Unified School District Betsy Williams Background This

More information

California State University s Early Start Program Frequently Asked Questions

California State University s Early Start Program Frequently Asked Questions California State University s Early Start Program Frequently Asked Questions 1. What is Early Start? Under Early Start, beginning in 2012, entering freshmen that are not proficient in math or at risk in

More information

PROGRESS REPORT: Ethnic Disparities in Higher Education in North County San Diego

PROGRESS REPORT: Ethnic Disparities in Higher Education in North County San Diego NATIONAL LATINO RESEARCH CENTER PROGRESS REPORT: Ethnic Disparities in Higher Education in North County San Diego This draft report was created by Carolyn Kitzmann, NLRC Research Analyst Arcela Núñez-Álvarez,

More information

Math and Science Education for the California Workforce:

Math and Science Education for the California Workforce: REPORT JANUARY 2008 Math and Science Education for the California Workforce: It Starts with K-12 Copyright 2008 by EdSource, Inc. MOST CALIFORNIANS KNOW THAT the state s current and future economic vitality

More information

Virginia s College and Career Readiness Initiative

Virginia s College and Career Readiness Initiative Virginia s College and Career Readiness Initiative In 1995, Virginia began a broad educational reform program that resulted in revised, rigorous content standards, the Virginia Standards of Learning (SOL),

More information

The Condition of College & Career Readiness 2013. National

The Condition of College & Career Readiness 2013. National The Condition of College & Career Readiness 2013 National 2013 by ACT, Inc. All rights reserved. The ACT college readiness assessment is a registered trademark of ACT, Inc., in the U.S.A. and other countries.

More information

Readiness Matters The Impact of College Readiness on College Persistence and Degree Completion

Readiness Matters The Impact of College Readiness on College Persistence and Degree Completion Readiness Matters The Impact of College Readiness on College Persistence and Degree Completion Steve Kappler AVP Career & College Readiness ACT, Inc. steve.kappler@act.org NACAC Webinar Series February

More information

recommendation #4: give college and work readiness assessments in high school

recommendation #4: give college and work readiness assessments in high school recommendation #4: give college and work readiness assessments in high school College entrance examinations often present a barrier to higher education for high school students. Low-income and minority

More information

Developing the STEM Education Pipeline

Developing the STEM Education Pipeline Developing the STEM Education Pipeline Developing the STEM Education Pipeline For almost 50 years, ACT has played a pivotal role in promoting student access into and success in science, technology, engineering,

More information

Highest Math Course Completed in High School

Highest Math Course Completed in High School 1 Highest Math Course Completed in High School Summary Highest math course completed in high school is associated with successful completion of a postsecondary credential. Controlling for socioeconomic

More information

ASSESSMENT AND PLACEMENT POLICIES Los Angeles Southwest College

ASSESSMENT AND PLACEMENT POLICIES Los Angeles Southwest College ASSESSMENT AND PLACEMENT POLICIES Los Angeles Southwest College This report is part of a series of summaries that outlines the assessment and placement policies used across the nine community colleges

More information

English Articulation Between the San Francisco Unified School District and the City College of San Francisco

English Articulation Between the San Francisco Unified School District and the City College of San Francisco February 2012 English Articulation Between the San Francisco Unified School District and the City College of San Francisco Oded Gurantz Background San Francisco s Bridge to Success (BtS) initiative brings

More information

A Guide to California s Community Colleges

A Guide to California s Community Colleges April 2005 QUESTIONS AND ANSWERS ABOUT CALIFORNIA COLLEGES A Guide to California s Community Colleges Who attends community college? Community college is designed for students who are seeking a technical/career

More information

Middle Grades Action Kit How To Use the Survey Tools!

Middle Grades Action Kit How To Use the Survey Tools! How To Use the Survey Tools Get the most out of the surveys We have prepared two surveys one for principals and one for teachers that can support your district- or school-level conversations about improving

More information

2013 SAT Report on. College & Career readiness

2013 SAT Report on. College & Career readiness 2013 SAT Report on College & Career readiness EXECUTIVE SUMMARY The College Board s 2013 reveals that fewer than half of all SAT takers in the class of 2013 graduated from high school academically prepared

More information

GATEWAY COURSE SUCCESS Gateway not gatekeeper Principles of Reform

GATEWAY COURSE SUCCESS Gateway not gatekeeper Principles of Reform GATEWAY COURSE SUCCESS Gateway not gatekeeper Principles of Reform DROPOUT EXIT RAMP #1 Too many students start college in remediation. 2 KNOW THIS Too many entering freshmen need remediation. 51.7% of

More information

The Historic Opportunity to Get College Readiness Right: The Race to the Top Fund and Postsecondary Education

The Historic Opportunity to Get College Readiness Right: The Race to the Top Fund and Postsecondary Education The Historic Opportunity to Get College Readiness Right: The Race to the Top Fund and Postsecondary Education Passage of the American Recovery and Reinvestment Act (ARRA) and the creation of the Race to

More information

to Provide Summer Programs

to Provide Summer Programs Engaging Californians on Key Education Challenges I S S U E B R I E F A U G U S T 2 0 1 1 Down But Not Out: School Districts Struggle to Provide Summer Programs California s grim economic environment has

More information

TITLE 135 PROCEDURAL RULE WEST VIRGINIA COUNCIL FOR COMMUNITY AND TECHNICAL COLLEGE EDUCATION SERIES 21 FRESHMAN ASSESSMENT AND PLACEMENT STANDARDS

TITLE 135 PROCEDURAL RULE WEST VIRGINIA COUNCIL FOR COMMUNITY AND TECHNICAL COLLEGE EDUCATION SERIES 21 FRESHMAN ASSESSMENT AND PLACEMENT STANDARDS TITLE 135 PROCEDURAL RULE WEST VIRGINIA COUNCIL FOR COMMUNITY AND TECHNICAL COLLEGE EDUCATION SERIES 21 FRESHMAN ASSESSMENT AND PLACEMENT STANDARDS 135-21-1. General. 1.1. Scope. This policy establishes

More information

QUESTIONS AND ANSWERS MassCore Updated October 16, 2015

QUESTIONS AND ANSWERS MassCore Updated October 16, 2015 GENERAL QUESTIONS 1. What is? is a recommended, rigorous course of study based on standards in Massachusetts s curriculum frameworks that aligns high school coursework with college and career expectations.

More information

California Schools and Transfer

California Schools and Transfer Updated 8/2012 California Schools and Transfer Over the past few years it has increasingly become more difficult to transfer to schools in California. Even some students at California community colleges

More information

Transform Remediation: The Co-Requisite Course Model

Transform Remediation: The Co-Requisite Course Model Transform Remediation: The Co-Requisite Course Model For far too many students, postsecondary remedial education is a dead end. About 40 percent of all students entering postsecondary education in recent

More information

Basic Skills Initiative http://www.cccbsi.org. Academic Senate http://www.asccc.org. Center for Student Success http://css.rpgroup.

Basic Skills Initiative http://www.cccbsi.org. Academic Senate http://www.asccc.org. Center for Student Success http://css.rpgroup. Basic Skills Initiative http://www.cccbsi.org Academic Senate http://www.asccc.org Center for Student Success http://css.rpgroup.org California Community Colleges Chancellor s Office http://www.cccco.edu

More information

PATH NOT FOUND: DISPARITIES IN ACCESS TO COMPUTER SCIENCE COURSES IN CALIFORNIA HIGH SCHOOLS

PATH NOT FOUND: DISPARITIES IN ACCESS TO COMPUTER SCIENCE COURSES IN CALIFORNIA HIGH SCHOOLS PATH NOT FOUND: DISPARITIES IN ACCESS TO COMPUTER SCIENCE COURSES IN CALIFORNIA HIGH SCHOOLS The Need for Computer Science Computing occupations are among the highestpaying & fastest-growing occupations.

More information

Massachusetts School-to-College Report High School Class of 2005 February 2008

Massachusetts School-to-College Report High School Class of 2005 February 2008 Massachusetts School-to-College Report High School Class of 2005 February 2008 This report was produced in part with the financial support of the National Governors Association and the Nellie Mae Education

More information

What We Know About Dual Enrollment

What We Know About Dual Enrollment RESEARCH OVERVIEW / FEBRUARY 212 What We Know About Dual Enrollment What Is Dual Enrollment? In dual enrollment (DE), high school students are enrolled in a college course and complete all the assignments

More information

A Model for Success: CART s Linked Learning Program Increases College Enrollment

A Model for Success: CART s Linked Learning Program Increases College Enrollment A Model for Success: CART s Linked Learning Program Increases College Enrollment January 2011 Table of Contents I. Introduction Page 3 II. Data and Analysis Page 4-5 III. The Center for Advanced Research

More information

Changing a Culture. Toward a 30% Increase in Degree Attainment in Stark County, Ohio

Changing a Culture. Toward a 30% Increase in Degree Attainment in Stark County, Ohio Changing a Culture November 2005 Toward a 30% Increase in Degree Attainment in Stark County, Ohio Stark County is the 7th largest county in Ohio. In 2001 we formed a P-16 Compact and began looking at the

More information

Institutional Effectiveness Report

Institutional Effectiveness Report Institutional Effectiveness Report 2013 2014 September 1, 2014 Research & Planning Glendale Community College 1500 North Verdugo Road Glendale, California 91208 (818) 240-1000 extension 5392 http://www.glendale.edu

More information

AMERICA S High School Graduates

AMERICA S High School Graduates U.S. Department of Education NCES 2011-462 AMERICA S High School Graduates results of the 2009 naep high school transcript study What is the High School Transcript Study? The High School Transcript Study

More information

Overcoming Barriers to College Success Through Actionable Data and Collaboration A Discussion Series September - December 2013

Overcoming Barriers to College Success Through Actionable Data and Collaboration A Discussion Series September - December 2013 Overcoming Barriers to College Success Through Actionable Data and Collaboration A Discussion Series September - December 2013 From September to December 2013 a series of discussions titled Overcoming

More information

Assessing the General Education Mathematics Courses at a Liberal Arts College for Women

Assessing the General Education Mathematics Courses at a Liberal Arts College for Women 1 Assessing the General Education Mathematics Courses at a Liberal Arts College for Women AbdelNaser Al-Hasan and Patricia Jaberg Mount Mary College, Milwaukee, WI 53222 alhasana@mtmary.edu jabergp@mtmary.edu

More information

issue brief September 2013

issue brief September 2013 issue brief September 2013 DEVELOPING ALTERNATIVE PLACEMENT CRITERIA FOR ENGLISH COURSES AT CITY COLLEGE OF SAN FRANCISCO Sebastian Castrechini Recognizing the need to improve postsecondary access and

More information

Running Head: Promoting Student Success: Evaluation of a Freshman Orientation Course

Running Head: Promoting Student Success: Evaluation of a Freshman Orientation Course Running Head: Promoting Student Success: Evaluation of a Freshman Orientation Course Promoting Student Success: Evaluation of a Freshman Orientation Course Mary A. Millikin, PhD Abstract Many first-time

More information

Guide for IB students applying to US institutions

Guide for IB students applying to US institutions Guide for IB students applying to US institutions This guide provides a brief introduction to the US higher education system and its application process, as well as information specifically relevant to

More information

College Choice Report

College Choice Report A Profile of 0 ACT-tested high school graduates College Choice Report Part Preferences and Prospects ACT is an independent, nonprofit organization that provides assessment, research, information, and program

More information

Getting prepared: A. 2010 report. on recent high school. graduates who took. developmental/remedial. courses

Getting prepared: A. 2010 report. on recent high school. graduates who took. developmental/remedial. courses Getting prepared: A 2010 report on recent high school graduates who took developmental/remedial courses Minnesota State Colleges & Universities University of Minnesota State-Level Summary and High School

More information

A Student s Guide to Mathematics at CLC College of Lake County

A Student s Guide to Mathematics at CLC College of Lake County A Student s Guide to Mathematics at CLC College of Lake County Grayslake Lakeshore Southlake Mathematics at CLC The College of Lake County s Mathematics Department serves the needs of many different types

More information

Running head: MATH LEVELS OF ECONOMICS STUDENTS. Math Levels of Economics Students

Running head: MATH LEVELS OF ECONOMICS STUDENTS. Math Levels of Economics Students Running head: MATH LEVELS OF ECONOMICS STUDENTS Math Levels of Economics Students Rick Fillman Institutional Research Analyst Planning and Research Office December 2010 Page 2 of 6 Introduction Many four-year

More information

Regional Profile Orange County. Category Preparation How prepared are students for college-level work?

Regional Profile Orange County. Category Preparation How prepared are students for college-level work? JUNE 2014 The State of Higher Education in Average Won t Do Regional Profile s future is directly linked to our ability to educate our residents and sustain a competitive workforce. Our community colleges

More information

Participation and pass rates for college preparatory transition courses in Kentucky

Participation and pass rates for college preparatory transition courses in Kentucky U.S. Department of Education March 2014 Participation and pass rates for college preparatory transition courses in Kentucky Christine Mokher CNA Key findings This study of Kentucky students who take college

More information

INNOVATIONS IN DEVELOPMENTAL EDUCATION REDESIGN ST. JOHNS RIVER STATE COLLEGE. Jobs for the Future November 2015

INNOVATIONS IN DEVELOPMENTAL EDUCATION REDESIGN ST. JOHNS RIVER STATE COLLEGE. Jobs for the Future November 2015 INNOVATIONS IN DEVELOPMENTAL EDUCATION REDESIGN ST. JOHNS RIVER STATE COLLEGE Jobs for the Future November 2015 In 2013, the Florida Legislature passed Senate Bill (SB) 1720, which called for all developmental

More information

Algebra Policy in California

Algebra Policy in California R E P O R T M A Y 2 0 0 9 Algebra Policy in California Great Expectations and Serious Challenges Highlights n California has used its academic content standards and accountability policies to push for

More information

SUCCESS RATES FOR STUDENTS TAKING COMPRESSED AND REGULAR LENGTH DEVELOPMENTAL COURSES IN THE COMMUNITY COLLEGE

SUCCESS RATES FOR STUDENTS TAKING COMPRESSED AND REGULAR LENGTH DEVELOPMENTAL COURSES IN THE COMMUNITY COLLEGE Community College Journal of Research and Practice, 34: 39 54, 2010 Copyright # Taylor & Francis Group, LLC ISSN: 1066-8926 print=1521-0413 online DOI: 10.1080/10668920903385806 SUCCESS RATES FOR STUDENTS

More information

2015 Education Progress Report

2015 Education Progress Report 2015 Education Progress Report Since the launch of Plan 2020, Alabama has made significant progress toward its goal of a 90 percent high school graduation rate. In 2014, the state s public schools reported

More information

Senate Bill No. 850 CHAPTER 747

Senate Bill No. 850 CHAPTER 747 Senate Bill No. 850 CHAPTER 747 An act to add and repeal Article 3 (commencing with Section 78040) of Chapter 1 of Part 48 of Division 7 of Title 3 of the Education Code, relating to public postsecondary

More information

The Condition of College & Career Readiness 2013. American Indian Students

The Condition of College & Career Readiness 2013. American Indian Students The Condition of College & Career Readiness 13 Indian Students Indian Students The Condition of College & Career Readiness 13 ACT has been measuring college readiness trends for several years. The Condition

More information

IMPACT OF LEARNING COMMUNITIES IN DEVELOPMENTAL ENGLISH ON COMMUNITY COLLEGE STUDENT RETENTION AND PERSISTENCE

IMPACT OF LEARNING COMMUNITIES IN DEVELOPMENTAL ENGLISH ON COMMUNITY COLLEGE STUDENT RETENTION AND PERSISTENCE J. COLLEGE STUDENT RETENTION, Vol. 12(1) 7-24, 2010-2011 IMPACT OF LEARNING COMMUNITIES IN DEVELOPMENTAL ENGLISH ON COMMUNITY COLLEGE STUDENT RETENTION AND PERSISTENCE RANDALL A. BARNES San Diego City

More information

SUPPORTING STUDENTS OUTSIDE THE CLASSROOM

SUPPORTING STUDENTS OUTSIDE THE CLASSROOM Executive Summary Student success matters and many community colleges are innovating and leading the way in finding solutions to some of the biggest challenges facing students. This report provides five

More information

"Every system is perfectly designed to achieve the results it gets" (attributed to W. Edward Deming)

Every system is perfectly designed to achieve the results it gets (attributed to W. Edward Deming) "Every system is perfectly designed to achieve the results it gets" (attributed to W. Edward Deming) On July 14, 2009, President Obama announced the goal that community colleges would graduate five million

More information

The Economic Imperative...2. College- And Career-Ready Assessment Score...4. Students on track to graduate based on Credit Accumulation...

The Economic Imperative...2. College- And Career-Ready Assessment Score...4. Students on track to graduate based on Credit Accumulation... While education serves many purposes, an academically-prepared workforce is more important than ever before to a state s (and our nation s) economy. The level of education demanded by today s jobs, especially

More information

AdvancED School Executive. Summary. BASIS Tucson

AdvancED School Executive. Summary. BASIS Tucson AdvancED School Executive Summary BASIS Tucson Julia K Toews, Headmaster 3825 E. Second St. Tucson, AZ 85716 TABLE OF CONTENTS Introduction 1 AdvancED School Executive Summary 2 Section 1: Introduction

More information

Career and Technical Education Policy Proposal David W. Gordon, Superintendent Sacramento County Office of Education.

Career and Technical Education Policy Proposal David W. Gordon, Superintendent Sacramento County Office of Education. Career and Technical Education Policy Proposal David W. Gordon, Superintendent Sacramento County Office of Education Framing The Issue It is imperative that every high school student be prepared with the

More information

Student Success Courses and Educational Outcomes at Virginia Community Colleges

Student Success Courses and Educational Outcomes at Virginia Community Colleges Student Success Courses and Educational Outcomes at Virginia Community Colleges Sung-Woo Cho and Melinda Mechur Karp February 2012 CCRC Working Paper No. 40 Address correspondence to: Sung-Woo Cho Quantitative

More information

Mathematics At The Transition

Mathematics At The Transition Mathematics At The Transition Opportunities to align high school and college mathematics in Texas Texas leaders and educators continue to be concerned about the readiness of students who complete high

More information

2015 TRENDS IN THE SUPPLY OF ACCOUNTING GRADUATES AND THE DEMAND FOR PUBLIC ACCOUNTING RECRUITS

2015 TRENDS IN THE SUPPLY OF ACCOUNTING GRADUATES AND THE DEMAND FOR PUBLIC ACCOUNTING RECRUITS 2015 TRENDS IN THE SUPPLY OF ACCOUNTING GRADUATES AND THE DEMAND FOR PUBLIC ACCOUNTING RECRUITS By AICPA Students, Academics & Inclusion CX Act Copyright 2015 American Institute of. All right reserved.

More information

Executive Summary: Online Learning at Foothill Community College

Executive Summary: Online Learning at Foothill Community College Executive Summary: Learning at Foothill Community College Foothill Community College has longstanding experience in delivering online classes, which provides a unique opportunity to study the greatest

More information

Participation in Postsecondary Remedial Education

Participation in Postsecondary Remedial Education 1 Participation in Postsecondary Remedial Education Summary Participation in postsecondary remedial education in the first year of college is a key measure demonstrating students readiness to do college-level

More information

Executive Summary: Online Learning at De Anza Community College

Executive Summary: Online Learning at De Anza Community College Executive Summary: Learning at De Anza Community College De Anza Community College has longstanding experience in delivering online classes, which provides a unique opportunity to study the greatest strengths

More information

Degrees & Certificates

Degrees & Certificates Degrees & Certificates Graduation requirements IGETC CHART CSU Chart AA Degree - Plan A Chart AA Degree - Plan B chart Associate Degrees, Certificates of Achievements & Skill certificates (General info)

More information

The Economic Imperative...2. College- And Career-Ready Assessment Score...4. Students on track to graduate based on Credit Accumulation...

The Economic Imperative...2. College- And Career-Ready Assessment Score...4. Students on track to graduate based on Credit Accumulation... While education serves many purposes, an academically-prepared workforce is more important than ever before to a state s (and our nation s) economy. The level of education demanded by today s jobs, especially

More information

Transform Your Life! Choose a Berkeley City College Learning Community to help ensure your college success!

Transform Your Life! Choose a Berkeley City College Learning Community to help ensure your college success! Transform Your Life! Choose a Berkeley City College Learning Community to help ensure your college success! What is a learning community and how can it help me? A learning community is a cohort-based educational

More information

COLLEGE PROMISE ANNUAL REPORT TO THE COMMUNITY

COLLEGE PROMISE ANNUAL REPORT TO THE COMMUNITY THE LONG BEACH COLLEGE PROMISE ANNUAL REPORT TO THE COMMUNITY SEPTEMBER 2015 www.longbeachcollegepromise.org www.lbschools.net www.lbcc.edu www.csulb.edu www.longbeach.gov LONG BEACH COLLEGE PROMISE 2015

More information

Metro Academies: Increasing College Graduation through a Redesign of the First Two Years

Metro Academies: Increasing College Graduation through a Redesign of the First Two Years Metro Academies: Increasing College Graduation through a Redesign of the First Two Years In the US, the gap in college completion rates between low-income and more affluent students has doubled since 1975.

More information

R E P O R T M A Y 2 0 0 8

R E P O R T M A Y 2 0 0 8 M A Y 2 0 0 8 Raising African American Student Achievement: California Goals, Local Outcomes Race and public education are deepy intertwined in American history. Educators in California negotiate this

More information

Review test prep resources for educators, students and families.

Review test prep resources for educators, students and families. Goals: Discuss findings of the 2013 SAT Report on College and Career Readiness and the ACT 2013 Condition of College and Career Readiness; examine performance data to see how Arizona students are testing.

More information

The MetLife Survey of

The MetLife Survey of The MetLife Survey of Preparing Students for College and Careers Part 2: Teaching Diverse Learners The MetLife Survey of the American Teacher: Preparing Students for College and Careers The MetLife Survey

More information

Supplemental Application Packet for Graduate Admission. to the

Supplemental Application Packet for Graduate Admission. to the California State University, Los Angeles is accepting applications for Cohort 4 of the Doctor of Education (Ed.D.) degree program in Educational Leadership, PreK-12 Specialization. Supplemental Application

More information

Mathematics Department Program Review Report 2013. Page 1 of 17

Mathematics Department Program Review Report 2013. Page 1 of 17 Mathematics Department Program Review Report 2013 Page 1 of 17 1. Description of the Program The Mathematics Department at Cerritos College provides high quality, academically rigorous instruction, in

More information

Category Preparation How prepared are students for college-level work? Participation How many students are going to college?

Category Preparation How prepared are students for college-level work? Participation How many students are going to college? JUNE 014 The State of Higher Education in Average Won t Do Regional Profile San Francisco Bay Area Counties of Alameda, Contra Costa, Marin, Napa, San Francisco, San Mateo, Santa Clara, Solano, Sonoma

More information

2015 TRENDS IN THE SUPPLY OF ACCOUNTING GRADUATES AND THE DEMAND FOR PUBLIC ACCOUNTING RECRUITS

2015 TRENDS IN THE SUPPLY OF ACCOUNTING GRADUATES AND THE DEMAND FOR PUBLIC ACCOUNTING RECRUITS 2015 TRENDS IN THE SUPPLY OF ACCOUNTING GRADUATES AND THE DEMAND FOR PUBLIC ACCOUNTING RECRUITS By AICPA Students, Academics & Inclusion CX Act Copyright 2015 American Institute of CPAs. All right reserved.

More information

THE 10TH ANNUAL. AP Report to the Nation. Virginia STATE SUPPLEMENT FEBRUARY 11, 2014

THE 10TH ANNUAL. AP Report to the Nation. Virginia STATE SUPPLEMENT FEBRUARY 11, 2014 THE 10TH ANNUAL AP Report to the Nation STATE SUPPLEMENT FEBRUARY 11, 2014 Virginia Table of Contents 3 State Strategies 7 Fostering AP Participation and Success 9 A Closer Look at Equity Gaps in AP Participation

More information

State of Texas Assessments of Academic Readiness (STAAR) Frequently Asked Questions For Parents and Students

State of Texas Assessments of Academic Readiness (STAAR) Frequently Asked Questions For Parents and Students State of Texas Assessments of Academic Readiness (STAAR) Frequently Asked Questions For Parents and Students Table of Contents STAAR GENERAL QUESTIONS... 2 STAAR END-OF-COURSE (EOC) TESTS FOR HIGH SCHOOL

More information

ARE COMMUNITY COLLEGES MAKING GOOD PLACEMENT DECISIONS IN THEIR MATH TRAJECTORIES?

ARE COMMUNITY COLLEGES MAKING GOOD PLACEMENT DECISIONS IN THEIR MATH TRAJECTORIES? ARE COMMUNITY COLLEGES MAKING GOOD PLACEMENT DECISIONS IN THEIR MATH TRAJECTORIES? Tatiana Melguizo, Johannes M. Bos, and George Prather This brief is a product of a larger study, the main objective of

More information

Traversing the Academic Pipeline

Traversing the Academic Pipeline July 2008 Dr. Eric J. Smith, Commissioner Dr. Willis N. Holcombe, Chancellor Traversing the Academic Pipeline Edition 2008-02 INTRODUCTION Previous research published by the Division of Community Colleges

More information

Promoting Gatekeeper Course Success Among Community College Students Needing Remediation

Promoting Gatekeeper Course Success Among Community College Students Needing Remediation Promoting Gatekeeper Course Success Among Community College Students Needing Remediation Findings and Recommendations from a Virginia Study (Summary Report) Davis Jenkins Shanna Smith Jaggars Josipa Roksa

More information

COURSE PLACEMENT IN DEVELOPMENTAL MATHEMATICS: DO MULTIPLE MEASURES WORK?

COURSE PLACEMENT IN DEVELOPMENTAL MATHEMATICS: DO MULTIPLE MEASURES WORK? COURSE PLACEMENT IN DEVELOPMENTAL MATHEMATICS: DO MULTIPLE MEASURES WORK? Federick Ngo, Will Kwon, Tatiana Melguizo, George Prather, and Johannes M. Bos This brief is a product of a larger study, the main

More information

University of California Office of the President Doctoral Persistence and Completion Rates Fall 2000-2002 Entry Cohorts. Purpose

University of California Office of the President Doctoral Persistence and Completion Rates Fall 2000-2002 Entry Cohorts. Purpose University of California Office of the President Doctoral Persistence and Completion Rates Fall 2000-2002 Entry Cohorts Purpose This report assesses persistence and completion rates of University of California

More information

October 2008 Research Brief: What does it take to prepare students academically for college?

October 2008 Research Brief: What does it take to prepare students academically for college? October 2008 Research Brief: What does it take to prepare students academically for college? The research is clear on the connection between high school coursework and success in college. The more academically

More information

So You re Advising a Student to Take Math

So You re Advising a Student to Take Math So You re Advising a Student to Take Math It is our hope that this document will provide advisors and students with the information they need to be successful in the area of mathematics on our campus.

More information

The School Counselor s Role in College and Career Readiness

The School Counselor s Role in College and Career Readiness College and Career Readiness Counseling for All Students 1 The School Counselor s Role in College and Career Readiness Judy Petersen, M. Ed. Director, College and Career Readiness Granite School District

More information

ACT National Curriculum Survey 2012. Policy Implications on Preparing for Higher Standards. improve yourself

ACT National Curriculum Survey 2012. Policy Implications on Preparing for Higher Standards. improve yourself ACT National Curriculum Survey 2012 Policy Implications on Preparing for Higher Standards improve yourself ACT is an independent, not-for-profit organization that provides assessment, research, information,

More information

Course-taking patterns, policies, and practices in developmental education in the California Community Colleges

Course-taking patterns, policies, and practices in developmental education in the California Community Colleges Course-taking patterns, policies, and practices in developmental education in the California Community Colleges A report to the California Community Colleges Chancellor s Office June 2010 EdSource Mary

More information

2006 RESEARCH GRANT FINAL PROJECT REPORT

2006 RESEARCH GRANT FINAL PROJECT REPORT 2006 RESEARCH GRANT FINAL PROJECT REPORT Date: June 26, 2009 AIR Award Number: RG 06-479 Principal Investigator Name: Patricia Cerrito Principal Investigator Institution: University of Louisville Secondary

More information

The Math TLC Master s in Mathematics for Secondary Teachers Program

The Math TLC Master s in Mathematics for Secondary Teachers Program Math TLC Master s Application Form Page 1 The Math TLC Master s in Mathematics for Secondary Teachers Program Electronic Application Form Instructions Save your completed application a filename of the

More information

SREB State College and Career Readiness Initiative

SREB State College and Career Readiness Initiative SREB State College and Career Readiness Initiative Teacher Development to Increase College and Career Readiness Guidelines and Promising Practices for States College and career readiness is an increasingly

More information

State College Readiness Initiatives and Community Colleges

State College Readiness Initiatives and Community Colleges 8 This chapter traces the author s work in developing California State University s Early Assessment Program, an initiative that aligned eleventh-grade performance standards, new English and mathematics

More information

Accountability System Reports for Selected Success Measures Very Large Community College Districts Spring 2008

Accountability System Reports for Selected Success Measures Very Large Community College Districts Spring 2008 1 Accountability System Reports for Selected Success Measures Very Large Community College Districts Spring 2008 Membership in Group: The group of very large community colleges in Texas includes the following

More information

Ensure Everyone Travels the Path of High Expectations

Ensure Everyone Travels the Path of High Expectations PRINCIPALS LEAD THE WAY FOR PK-3: Early Investment Strong Alignment Better Results A P R I L 2 0 0 6 Ensure Everyone Travels the Path of High Expectations Baldwin Academy La Puente, California Bonnie Wilson,

More information

South Dakota DOE 2014-2015 Report Card

South Dakota DOE 2014-2015 Report Card Performance Indicators School Performance Index District Classification: - Exemplary Schools 1 / 24 Schools 4.17% Status Schools 1 / 24 Schools 4.17% Progressing Schools 19 / 24 Schools * No bar will display

More information

OHIO REMEDIATION REPORT

OHIO REMEDIATION REPORT 2014 OHIO REMEDIATION REPORT Department of Education Replace with Name of Section ii Table of Contents Introduction.......................................... 1 Data Review..........................................

More information

The State of Higher Education in California

The State of Higher Education in California The State of Higher Education in California LATINOS Blacks Asian Americans Native Hawaiians Pacific Islanders Increasing college graduates to strengthen California April 2015 CONTENTS The State of Higher

More information

College Readiness Initiatives

College Readiness Initiatives California State University, Fullerton College Readiness Initiatives EAP, ERWC/SMI, EPT/ELM, & Early Start Presented By: The Early Assessment Program Larry Rivera Chapa, MBA Early Assessment Program Coordinator

More information

REALITY EXPECTATIONS. meet. Colleges in Action: Profiles From the Report. The Underprepared Student and Community Colleges CCCSE. 2016 National Report

REALITY EXPECTATIONS. meet. Colleges in Action: Profiles From the Report. The Underprepared Student and Community Colleges CCCSE. 2016 National Report Colleges in Action: Profiles From the Report EXPECTATIONS meet The Underprepared Student and Community Colleges 2016 National Report REALITY CCCSE Center for Community College Student Engagement DAVIDSON

More information

San Diego City San Diego City College Applied Math Project (AMP) IMPACT ON SYSTEMWIDE NEED SPECIFIC EDUCATIONAL PROGRAM BEING ADDRESSED

San Diego City San Diego City College Applied Math Project (AMP) IMPACT ON SYSTEMWIDE NEED SPECIFIC EDUCATIONAL PROGRAM BEING ADDRESSED CALIFORNIA COMMUNITY COLLEGES Depository of Funded Projects 1994 PROPOSAL NARRATIVES 94-1020 San Diego City San Diego City College Applied Math Project (AMP) CONTENTS BACKGROUND / INTRODUCTION IMPACT ON

More information

Things You Need To Know

Things You Need To Know Things You Need To Know Civil Rights Compliance Statement Garrett High School has a policy of providing equal opportunity. All Courses are open to all students regardless of race, color, gender, disabilities,

More information

Career and College Promise

Career and College Promise Career College Promise Career College Promise offers North Carolina high school students a clear path to success in college or in a career. Eligible high school students can begin earning college credit

More information